Development and Planning of Curriculum and Assessment II & Technology IntegrationModule IVUniversity of Maine at Farmington, Spring 2013 – EDU 584✰ & EDU 580◆ Cohort 5 The Master of Science in Education degree program at the University of Maine at Farmingtonprepares professional educators for leadership roles in educational settings. Professor: Dr. Theresa Overall & Dr. Grace J. Ward Office: 220/226 Education Center Office Phone: (207) 778-7049 [Dr. Theresa] &(207) 778-7508 [Dr. Grace] Dr. Grace's Office Hours: Monday 1:30-3:00 and Tuesday 2:00-3:30 Dr. Theresa's Office Hours: E-mail:theresa.overall@maine.edu & gward@maine.edu Class Wiki: http://edu584spring 2013.wikispaces.com
COURSE, TIME, DATES, LOCATIONS EDU 584✰Development and Planning of Curriculum and Assessment II, 3.0 credits EDU 580◆Module IV Technology Integration, 0.5 credits. (Tuesday 4:00-7:15, Optional Help Sessions 7:15-7:30) 1/22, 1/26, 2/29, 2/5, 2/12, 2/26, 3/5, 3/12, 3/19, 3/26, 4/9, 4/16 4/30, 5/7 Education Center Room 113 (Note: If UMF is closed due to weather conditions, class will be rescheduled on the following Wednesday.)
REQUIRED TEXTBOOKS and SOFTWARE Select the text appropriate to your school level or interest: Bernhardt, L., Victoria (2003). Using Data to Improve Student Learning in Elementary Schools. Larchmont, NY: Eye On Education. ISBN 193055660-8. Bernhardt, L., Victoria (2004). Using Data to Improve Student Learning in Middle Schools. Larchmont, NY: Eye On Education. ISBN 193055687-X. Bernhardt, L., Victoria (2005). Using Data to Improve Student Learning in High Schools. Larchmont, NY: Eye On Education. ISBN 159667004-5. Bernhardt, L., Victoria (2006). Using Data to Improve Student Learning in School Districts. Larchmont, NY: Eye On Education. ISBN 15966777029-0.
Richardson, Will (2012). Why School?: How Education Must Change When Learning and Information Are Everywhere (Kindle Single)Ted Conference.
ASIN: B00998J5YQ
Each team will select a book from one of the following themes for the book talk presentations. 21st Century Thinking: Imagine: How Creativity Works by Jonah Lehrer A Whole New Mind by Daniel Pink Sparks of Genius: The Thirteen Thinking Tools of the World's Most Creative People by Michele M. Root-Bernstein, and Robert S. Root-Bernstein The Element: How Finding Your Passion Changes Everything by Ken Robinson and Lou Aronica Change Process: A New Culture of Learning: Cultivating the Imagination for a World of Constant Change by Douglas Thomas and John Seely Leading in a Culture of Change by Michael Fullan The Six Secrets of Change by Michael Fullan Leading Change in Your School by Douglas B. Reeves Data-Informed Decision Making: Data Teams: The Big Picture: Looking at Data Teams Through a Collaborative Lens by Elle Allison, Laura Besser, Lauren Campsen and Juan Cordova Asking the Right Questions: Techniques for Collaboration and School Change by Edie L. Holcomb Results: The Key to Continuous School Improvement, Second Edition by Mike Schmoker Professional Learning Communities: Learning by Doing: A Handbook for Professional Communities at Work by Rebecca DuFour, Richard Dufour, Thomas Many, and Robert Eaker Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn by Rebecca DuFour, Robert Eaker, Gayle Karhanek, and Richard Dufour Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning by Michael J. Schmoker The Five Discipline of PLC Leaders by Timothy D. Kanold Technology Literacy: The World is Open: How Web Technology is Revolutionizing Education by Chris Bonk Supporting Content Area Literacy with Technology: Meeting the Needs of Diverse Learners by William G. Brozo, Kathleen Puckett Redefining Literacy 2.0, by David Warlick
RESOURCE TEXTBOOKS AACTE Committee on Innovation and Technology (Editors) (2008). Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge. ISBN: 10: 0-8058-6356-7. McTighe, J., & Wiggins, G. P. (2006). Understanding by Design (Expanded 2nd Edition). Upper Saddle River, NJ: Pearson Education. ISBN: 0-13-195084-3. McTighe, J., & Wiggins, G. P. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0-87120-855-5.
Course Descriptions EDU 584✰Development and Planning of Curriculum and Assessment II -Participants in this course will investigate the cycle of program evaluation: design, implementation, management, and evaluation. The effects of reform initiatives on the stakeholders in educational environments will be investigated and critiqued. An emphasis is placed on developing a collaborative culture in educational environments that enhances teacher agency, builds instructional capacity, and enables every student to learn.
EDU 580◆Technology Integration Module IV - This course is designed to prepare leaders to integrate diverse educational technologies in an educational setting in ways that reflect a theoretical, research based, and practical understanding of curriculum/assessment development and the effective uses of technology. The course emphasizes practical ways to integrate technology into everyday instruction including content-area knowledge acquisition, inquiry, communication, critical thinking, and problem solving. Course content explores the role of leaders as agents of reform regarding technology and includes the role and responsibility of various technologies to address diverse learning needs by utilizing an array of applications to enhance classroom instruction, motivate learners, and connect home and school.
Prerequisites Baccalaureate degree; practicing educator; successful completion of EDU 580 Technology Integration, Modules I, II, & III, EDU 581 History, Philosophy and Ethics in Education, EDU 582 Research Methods, and EDU 583 Development and Planning of Curriculum and Assessment I; concurrent enrollment in EDU 580 Technology Integration, Module IV; cohort member or permission of instructor and program administrator.
ESTABLISHED GOALS: Common Core Teaching Standards The Learner and Learning Standard #1: Learner Development. The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allows each learner to reach his or her full potential.
Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self motivation.
Content Standard #4: Content Knowledge.The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
Standard #5: Innovative Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Instructional Practice
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher's on-going planning and instruction.
Standard #7: Planning for Instruction. The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
Professional Responsibility Standard #9: Reflection and Continuous Growth. The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
Standard #10: Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the National Educational Technology Standards for Students NETS-S.
3. Model digital Age Work and Learning. Teachers exhibits knowledge, skills, and work processes representative of an innovative professional in a gobal and digital society.
4. Promote and Model Digital Citizenship and Responsibility. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
5. Engage in Professional Growth and Leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
LEADERS WILL UNDERSTAND THAT… (UMF Master’s of Science in Education Conceptual Framework) Visionary Leaders (VL):
o Create shared visions for learning by using successful models of school, family, business, community, government and higher education partnerships ✰
o Respect the value of diversity and its meaning for educational programs ◆
o Lead for results through
The change process for systems, organizations and individuals ◆
Effective consensus-building and negotiation skills ◆
Supportive educational cultures (SEC) are nourished by leaders who:
o Create positive change while sustaining effective practices, which recognize and foster
Effective communication ◆
Healthy educational environments ◆
Dynamic conditions that lead to rich and diverse educational communities ◆ ✰
Continuous professional growth (CPG) is promoted by leaders who:
o Support professional learning communities. ✰
o Encourage continual investigation of practice by recognizing
The role of current educational technology in promoting student learning and professional growth ◆ ✰
The importance of continuous improvement cycles as a result of reflective practice ◆
Theory is translated into practice (TIP) by educators who:
o Differentiate curriculum and assessment for all learners through
Critical analysis of the social, cultural and political implications of curriculum design ◆ ✰
Ongoing critical revision of measurement, evaluation and assessment strategies ✰
The use of research, particularly action research, in examining curriculum, instruction and assessment practices ✰
Effective instructional practices ◆
ESSENTIAL QUESTIONS How do Professional Learning Communities ensure that every student has an opportunity to learn and achieve at high levels? Which Web resources serve as powerful learning tools for specific curriculum strands to ensure that every student succeeds and why? Why is a variety of data important in improving student learning? How can an academic leader change the culture of a school to influence student learning?
Leaders will know how to…
Provide instructional leadership with consideration for the community’s values, goals, social needs and changing conditions. ✰
Engage staff in ongoing study of current best practices. ✰
Use knowledge of research on instructional effectiveness to inform decisions. ✰
Collaboratively determine high expectations and standards for the academic, developmental, cognitive, learning, and social needs of the teachers and students involved. ✰
Use multiple sources of data, some of which are self-generated, to plan and assess instructional improvement. ✰
Inspire a shared vision for comprehensive integration of technology and foster an environment and culture conducive to the realization of that vision ◆
Ensure that curricular design, instructional strategies, and learning environments integrate appropriate technologies to maximize learning and teaching ◆
Apply technology to enhance their professional practice and to increase their own productivity and that of others ◆
Leaders will be able to...
As a team design and deliver a book talk conversation to a professional learning community.✰◆
Seek and respect diverse voices that offer insights for growth and improvement of student learning. ✰
Research and evaluate the demographics data of their school district and community. ✰
Analyze achievement data (state, district, school, department/grade level) and unit data. ✰
Consider the relationship between the individual student learning and performance task and showcase actual student performance task product of unit. P✰
Collaborate and reflect on the process of teaching the integrated unit. ✰
PERFORMANCE TASK
Create a wiki of web resources that target a curriculum strand. ✰◆
SELF–ASSESSMENT AND REFLECTION
Share a graphic representation of your philosophy of education and your final reflection statement. ✰
Reflect on your leadership skills and the process used in teaching the integrated unit and sharing your data analysis, conclusions and recommendations. ✰
EXPECTATIONS Teaching is a profession and this course is about teaching and learning. Participation is a critical component of learning and you are expected to arrive to class on time and attend all classes. If an emergency arises, please notify us by phone or e-mail prior to the class. If classes get canceled due to weather, they will be rescheduled.
Assignments are required to be turned in on time, unless prior arrangements have been made in advance. You may have the opportunity to redo some assignments, if they are turned in on time and will be due one week after being returned to you. You must submit the original work, rubric, the revised work and a brief statement of the improvements you made to the assignment. All assigned work must be typed on a word processor using Times font, 12 points, left justified, double spaced, and free of typographical, spelling and grammatical errors. Please keep a copy of all work submitted, until the final grade of the course has been determined.
Academic honesty and integrity are important to the teaching profession. The University of Maine Farmington (UMF) Code of Academic Integrity is enforced in this course and students are expected to educate themselves. Please take the time to review the code, which is included in the on-line catalog at UMF Academic Integrity Code
If you have an identified learning disability and need special accommodations, please let me know immediately.
BENCHMARKS Below is the point value for each assessment and your grade will be based on the percent of points earned from the total points of 600. Graphic Representation of Philosophy of Education(20 points)VL✰, CPG✰◆Standard 9, 10 NETS 1, 2 Read your Philosophy of Education paper from EDU 581. Create a graphic representation of your philosophy that you will share with your colleagues in your Graduate Professional Learning Community (GPLC).
Attendance and Participation(100 points)VL✰, CPG✰◆ Standard 9, 10 You must be present and actively engaged in all aspects of the course. You need to be a contributing member of the Professional Learning Community in all the learning components of the course. Teaching is an art and requires dedicated leaders who will collaborate with one another and are not afraid of taking risk in the process of evaluating their teaching methods and developing their leadership capacity. Book Talk (50 points)VL✰, CPG✰◆Standard 9, 10 As a member of a team you will read a book that is pertinent to this class. The team will present its learnings to the class (30 to 45 minutes), addressing numerous learning styles and utilizing technology in the presentation. The presentation should include but is not limited to: key ideas, applications to needs of the members of your GPLC, your response to the information and some type of formative assessment. The GPLC colleagues will provide you with feedback on the presentation and the knowledge they gain from it. Book Talk Response –(10 points)VL✰, CPG✰◆Standard 9, 10 Individually you will create a brief personal response to the material read, the process of how the team worked together, the role and job each team member, your contribution to the process and lessons you learned as a result of this process, as well as your thoughts on the feedback provided from colleagues and information gained. What are questions that have now come to the surface for you as a result of this assignment? Performance Task: Resources Wiki - (150 points) The understanding of the course content will be demonstrated by designing a wiki that is a collection of appropriate and specific Web tools that can be used by the community (teachers, students, parents, etc.) to further student learning in a specific curriculum strand. The curriculum strand will be selected based on a demonstrated academic need. The wiki will be shared with the Local Professional Learning Community (LPLC). I. Building or Enhancing a Local Professional Learning CommunityVLP, CPG✰◆Standard 9, 10 a. Select three or more colleagues in your local educational community who will partner with you to create a Local Professional Learning Community. If you are already part of a LPLC, determine a way that you can enhance what already exists. b. As a leader, work with the LPLC to identify a curriculum strand that needs improvement or enhancement OR present your findings to your LPLC of a curriculum strand that should be targeted after reviewing state and national standards. c. Make the Resources Wiki available to the LPLC and share the reaction with the GPLC. II.Resource Wiki Project Create a wiki with the following components (150 points)VL◆, CPG✰◆, SEC✰◆, TIP✰◆Standard 4, 5, 7, 8, 9, 10, NETS 1, 2, 3, 4, 5 a. LPLC Information: A page or section explaining who the LPLC members are, how they were selected, and the determination process of the curricular strand. (15 points) b. Curriculum Strand & Standards: A description of the curriculum strand and the context (school, grade level(s), how this strand fits into the bigger picture of the content area State and National standards including NETS (National Educational Technology Skills)). (20 points) c. Quantity & Quality of Resources: An appropriate number of quality Web resources are included that will benefit the members of the LPLC. (60 points) d. Description of Resources: For each resource found, a description is given of: who is the audience that will benefit from the Web resource, how the resource will impact student learning, and what specific element(s) of the curriculum strand are targeted, helpful information for using the resource. (20 points) e. Organizational Structure: The information on the wiki is effectively organized so that it is easily understood. An explanation of the organizational structure of the wiki (how can the wiki audience find / understand the gathered resources). (15 points) f. Presentation & Mechanics: Graphics are relevant and support the written text. The wiki is visually appealing. A range of wiki tools is used effectively. Hyperlinks and other hypermedia aid understanding and add interest to the topic. The presentation of information is objective, balanced and free of bias (e.g. age, culture, gender, race), and images and icons are used sensitively. Information is summarized but not copied. The wording is intelligent and meaningful without jargon. * (20 points) Student Products and Student Learning (25 points)VLP, CPG✰◆, TIP✰◆Standard 8, 9,10, NETS 1, 2, 3, 4, 5 Select no more than three student products and share the highlights of each and what student learning it represents for each student. (15-minute time limit) Evaluation Document (190 points) CPG✰◆, TIP✰◆ Standard 8, 9, 10 NETS 1, 2 Create a student perception survey. Gather, analyze, and reflect on school/class demographic, student learning, and perception data. Create a final evaluation document containing questionnaire, data analysis reports, and final integrated unit. I. Create a student perception questionnaire for the integrated unit consisting of age-level appropriate questions. (20 points) II. Gather Data (80 points) a. District and School Demographics Data (30 points) b. Class Demographic Data—total number of students in class, grade level, gender of students, learning styles, free/reduced lunch, English language learners, special needs, gifted/talented (15 points) c. Perception—results of student perception questionnaire related to integrated unit (10 points) d. School Student Learning Data – standardized data (MEA/NECAP/SAT) for your school for two/three years (5 points) e. Class Student Learning Data— unit formative and summative data (20 points) f. (Processes—UbD and Type II tools) III. Create an analysis of the data including charts and graphs (80 points) a. School Data Profile (20 points) b. School Student Learning Data Profile (20 points) c. Classroom (demographics, student learning and perception data) Profile (25 points) d. (Processes—UbD and Type II tools) e. Conclusions and Recommendations (15 points - 5 for each profile) IV. Final Integrated Unit with both rubrics. (10 points) Reflection on Teaching of Integrated Unit (25 points)VLP, SEC✰◆, CPG✰◆, TIP✰◆Standard 9, 10 Reflect on the student learning and the teaching process of the Integrated Unit with your Integrated Unit colleague. Share your conclusions and recommendations and write a blog entry about your leadership skills and the process used in sharing and reflecting. Reflection Statement (30 points)VLP, CPG✰◆Standard 9, 10 Reflect on the information, learnings, readings, and experiences of this course. Respond to the four essential questions listed in the syllabus. How does what you learned change your thinking? This is an authentic demonstration and this product can take any form of Type II technology.
GRADING SCALE A (93 -100) 4.00 grade points per credit hour A- (90 - 92) 3.67 grade points per credit hour B+ (87 - 89) 3.33 grade points per credit hour B (83 - 86) 3.00 grade points per credit hour B- (80 - 82) 2.67 grade points per credit hour C+ (77 - 79) 2.33 grade points per credit hour C (73 - 76) 2.00 grade points per credit hour Grades less than C are not acceptable for graduate work. Students receiving such grades will be reviewed for retention in the graduate program. C- (70 - 72) 1.67 grade points per credit hour D+ (67 - 69) 1.33 grade points per credit hour D (63 - 66) 1.00 grade points per credit hour D- (60 - 62) 0.67 grade points per credit hour F (0 - 59) 0.00 grade points per credit hour W No GPR computation
The Master of Science in Education degree program at the University of Maine at Farmington prepares professional educators for leadership roles in educational settings.
Professor: Dr. Theresa Overall & Dr. Grace J. Ward
Office: 220/226 Education Center
Office Phone: (207) 778-7049 [Dr. Theresa] & (207) 778-7508 [Dr. Grace]
Dr. Grace's Office Hours: Monday 1:30-3:00 and Tuesday 2:00-3:30
Dr. Theresa's Office Hours:
E-mail: theresa.overall@maine.edu & gward@maine.edu
Class Wiki: http://edu584spring 2013.wikispaces.com
COURSE, TIME, DATES, LOCATIONS
EDU 584✰ Development and Planning of Curriculum and Assessment II, 3.0 credits
EDU 580◆ Module IV Technology Integration, 0.5 credits.
(Tuesday 4:00-7:15, Optional Help Sessions 7:15-7:30)
1/22, 1/26, 2/29, 2/5, 2/12, 2/26, 3/5, 3/12, 3/19, 3/26, 4/9, 4/16 4/30, 5/7 Education Center Room 113
(Note: If UMF is closed due to weather conditions, class will be rescheduled on the following Wednesday.)
REQUIRED TEXTBOOKS and SOFTWARE
Select the text appropriate to your school level or interest:
Bernhardt, L., Victoria (2003). Using Data to Improve Student Learning in Elementary Schools. Larchmont, NY: Eye On Education. ISBN 193055660-8.
Bernhardt, L., Victoria (2004). Using Data to Improve Student Learning in Middle Schools. Larchmont, NY: Eye On Education. ISBN 193055687-X.
Bernhardt, L., Victoria (2005). Using Data to Improve Student Learning in High Schools. Larchmont, NY: Eye On Education. ISBN 159667004-5.
Bernhardt, L., Victoria (2006). Using Data to Improve Student Learning in School Districts. Larchmont, NY: Eye On Education. ISBN 15966777029-0.
Richardson, Will (2012). Why School?: How Education Must Change When Learning and Information Are Everywhere (Kindle Single)Ted Conference.
ASIN: B00998J5YQ
Select the software appropriate to your operating system:
Microsoft Office 2007 for Windows (operating system needs to be Microsoft Windows XP or later)
Microsoft Office 2008 for Mac (operating system needs to be Mac OS X 10.4.9 or higher)
Each team will select a book from one of the following themes for the book talk presentations.
21st Century Thinking:
Imagine: How Creativity Works by Jonah Lehrer
A Whole New Mind by Daniel Pink
Sparks of Genius: The Thirteen Thinking Tools of the World's Most Creative People by Michele M. Root-Bernstein, and Robert S. Root-Bernstein
The Element: How Finding Your Passion Changes Everything by Ken Robinson and Lou Aronica
Change Process:
A New Culture of Learning: Cultivating the Imagination for a World of Constant Change by Douglas Thomas and John Seely
Leading in a Culture of Change by Michael Fullan
The Six Secrets of Change by Michael Fullan
Leading Change in Your School by Douglas B. Reeves
Data-Informed Decision Making:
Data Teams: The Big Picture: Looking at Data Teams Through a Collaborative Lens by Elle Allison, Laura Besser, Lauren Campsen and Juan Cordova
Asking the Right Questions: Techniques for Collaboration and School Change by Edie L. Holcomb
Results: The Key to Continuous School Improvement, Second Edition by Mike Schmoker
Professional Learning Communities:
Learning by Doing: A Handbook for Professional Communities at Work by Rebecca DuFour, Richard Dufour, Thomas Many, and Robert Eaker
Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn by Rebecca DuFour, Robert Eaker, Gayle Karhanek, and Richard Dufour
Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning by Michael J. Schmoker
The Five Discipline of PLC Leaders by Timothy D. Kanold
Technology Literacy:
The World is Open: How Web Technology is Revolutionizing Education by Chris Bonk
Supporting Content Area Literacy with Technology: Meeting the Needs of Diverse Learners by William G. Brozo, Kathleen Puckett
Redefining Literacy 2.0, by David Warlick
RESOURCE TEXTBOOKS
AACTE Committee on Innovation and Technology (Editors) (2008). Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge. ISBN: 10: 0-8058-6356-7.
McTighe, J., & Wiggins, G. P. (2006). Understanding by Design (Expanded 2nd Edition). Upper Saddle River, NJ: Pearson Education. ISBN: 0-13-195084-3.
McTighe, J., & Wiggins, G. P. (2004). Understanding by Design: Professional Development Workbook. Alexandria, VA: Association for Supervision and Curriculum Development. ISBN: 0-87120-855-5.
Course Descriptions
EDU 584✰ Development and Planning of Curriculum and Assessment II - Participants in this course will investigate the cycle of program evaluation: design, implementation, management, and evaluation. The effects of reform initiatives on the stakeholders in educational environments will be investigated and critiqued. An emphasis is placed on developing a collaborative culture in educational environments that enhances teacher agency, builds instructional capacity, and enables every student to learn.
EDU 580◆ Technology Integration Module IV - This course is designed to prepare leaders to integrate diverse educational technologies in an educational setting in ways that reflect a theoretical, research based, and practical understanding of curriculum/assessment development and the effective uses of technology. The course emphasizes practical ways to integrate technology into everyday instruction including content-area knowledge acquisition, inquiry, communication, critical thinking, and problem solving. Course content explores the role of leaders as agents of reform regarding technology and includes the role and responsibility of various technologies to address diverse learning needs by utilizing an array of applications to enhance classroom instruction, motivate learners, and connect home and school.
Prerequisites
Baccalaureate degree; practicing educator; successful completion of EDU 580 Technology Integration, Modules I, II, & III, EDU 581 History, Philosophy and Ethics in Education, EDU 582 Research Methods, and EDU 583 Development and Planning of Curriculum and Assessment I; concurrent enrollment in EDU 580 Technology Integration, Module IV; cohort member or permission of instructor and program administrator.
ESTABLISHED GOALS: Common Core Teaching Standards
The Learner and Learning
Standard #1: Learner Development. The teacher understands how students learn and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that allows each learner to reach his or her full potential.
Standard #3: Learning Environments. The teacher works with others to create environments that support individual and collaborative learning, encourage positive social interaction, active engagement in learning, and self motivation.
Content
Standard #4: Content Knowledge.The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners.
Standard #5: Innovative Application of Content. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Instructional Practice
Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to document learner progress, and to guide the teacher's on-going planning and instruction.
Standard #7: Planning for Instruction. The teacher draws upon knowledge of content areas, cross-disciplinary skills, learners, the community and pedagogy to plan instruction that supports every student in meeting rigorous learning goals.
Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to access and appropriately apply information.
Professional Responsibility
Standard #9: Reflection and Continuous Growth. The teacher is a reflective practitioner who uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (students, families, and other professionals in the learning community), and adapts practice to meet the needs of each learner.
Standard #10: Collaboration. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the National Educational Technology Standards for Students NETS-S.
3. Model digital Age Work and Learning. Teachers exhibits knowledge, skills, and work processes representative of an innovative professional in a gobal and digital society.
4. Promote and Model Digital Citizenship and Responsibility. Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
5. Engage in Professional Growth and Leadership. Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
LEADERS WILL UNDERSTAND THAT…
(UMF Master’s of Science in Education Conceptual Framework)
Visionary Leaders (VL):
o Create shared visions for learning by using successful models of school, family, business, community, government and higher education partnerships ✰
o Respect the value of diversity and its meaning for educational programs ◆
o Lead for results through
Supportive educational cultures (SEC) are nourished by leaders who:
o Create positive change while sustaining effective practices, which recognize and foster
Continuous professional growth (CPG) is promoted by leaders who:
o Support professional learning communities. ✰
o Encourage continual investigation of practice by recognizing
Theory is translated into practice (TIP) by educators who:
o Differentiate curriculum and assessment for all learners through
ESSENTIAL QUESTIONS
How do Professional Learning Communities ensure that every student has an opportunity to learn and achieve at high levels?
Which Web resources serve as powerful learning tools for specific curriculum strands to ensure that every student succeeds and why?
Why is a variety of data important in improving student learning?
How can an academic leader change the culture of a school to influence student learning?
Leaders will know how to…
Leaders will be able to...
PERFORMANCE TASK
SELF–ASSESSMENT AND REFLECTION
EXPECTATIONS
Teaching is a profession and this course is about teaching and learning. Participation is a critical component of learning and you are expected to arrive to class on time and attend all classes. If an emergency arises, please notify us by phone or e-mail prior to the class. If classes get canceled due to weather, they will be rescheduled.
Assignments are required to be turned in on time, unless prior arrangements have been made in advance. You may have the opportunity to redo some assignments, if they are turned in on time and will be due one week after being returned to you. You must submit the original work, rubric, the revised work and a brief statement of the improvements you made to the assignment. All assigned work must be typed on a word processor using Times font, 12 points, left justified, double spaced, and free of typographical, spelling and grammatical errors. Please keep a copy of all work submitted, until the final grade of the course has been determined.
Academic honesty and integrity are important to the teaching profession. The University of Maine Farmington (UMF) Code of Academic Integrity is enforced in this course and students are expected to educate themselves. Please take the time to review the code, which is included in the on-line catalog at UMF Academic Integrity Code
If you have an identified learning disability and need special accommodations, please let me know immediately.
BENCHMARKS
Below is the point value for each assessment and your grade will be based on the percent of points earned from the total points of 600.
Graphic Representation of Philosophy of Education (20 points) VL✰, CPG✰◆Standard 9, 10 NETS 1, 2
Read your Philosophy of Education paper from EDU 581. Create a graphic representation of your philosophy that you will share with your colleagues in your Graduate Professional Learning Community (GPLC).
Attendance and Participation (100 points) VL✰, CPG✰◆ Standard 9, 10
You must be present and actively engaged in all aspects of the course. You need to be a contributing member of the Professional Learning Community in all the learning components of the course. Teaching is an art and requires dedicated leaders who will collaborate with one another and are not afraid of taking risk in the process of evaluating their teaching methods and developing their leadership capacity.
Book Talk (50 points) VL✰, CPG✰◆ Standard 9, 10
As a member of a team you will read a book that is pertinent to this class. The team will present its learnings to the class (30 to 45 minutes), addressing numerous learning styles and utilizing technology in the presentation. The presentation should include but is not limited to: key ideas, applications to needs of the members of your GPLC, your response to the information and some type of formative assessment. The GPLC colleagues will provide you with feedback on the presentation and the knowledge they gain from it.
Book Talk Response – (10 points) VL✰, CPG✰◆ Standard 9, 10
Individually you will create a brief personal response to the material read, the process of how the team worked together, the role and job each team member, your contribution to the process and lessons you learned as a result of this process, as well as your thoughts on the feedback provided from colleagues and information gained. What are questions that have now come to the surface for you as a result of this assignment?
Performance Task: Resources Wiki - (150 points)
The understanding of the course content will be demonstrated by designing a wiki that is a collection of appropriate and specific Web tools that can be used by the community (teachers, students, parents, etc.) to further student learning in a specific curriculum strand. The curriculum strand will be selected based on a demonstrated academic need. The wiki will be shared with the Local Professional Learning Community (LPLC).
I. Building or Enhancing a Local Professional Learning Community VLP, CPG✰◆ Standard 9, 10
a. Select three or more colleagues in your local educational community who will partner with you to create a Local Professional Learning Community. If you are already part of a LPLC, determine a way that you can enhance what already exists.
b. As a leader, work with the LPLC to identify a curriculum strand that needs improvement or enhancement OR present your findings to your LPLC of a curriculum strand that should be targeted after reviewing state and national standards.
c. Make the Resources Wiki available to the LPLC and share the reaction with the GPLC.
II. Resource Wiki Project Create a wiki with the following components (150 points) VL◆, CPG✰◆, SEC✰◆, TIP✰◆ Standard 4, 5, 7, 8, 9, 10, NETS 1, 2, 3, 4, 5
a. LPLC Information: A page or section explaining who the LPLC members are, how they were selected, and the determination process of the curricular strand. (15 points)
b. Curriculum Strand & Standards: A description of the curriculum strand and the context (school, grade level(s), how this strand fits into the bigger picture of the content area State and National standards including NETS (National Educational Technology Skills)). (20 points)
c. Quantity & Quality of Resources: An appropriate number of quality Web resources are included that will benefit the members of the LPLC. (60 points)
d. Description of Resources: For each resource found, a description is given of: who is the audience that will benefit from the Web resource, how the resource will impact student learning, and what specific element(s) of the curriculum strand are targeted, helpful information for using the resource. (20 points)
e. Organizational Structure: The information on the wiki is effectively organized so that it is easily understood. An explanation of the organizational structure of the wiki (how can the wiki audience find / understand the gathered resources). (15 points)
f. Presentation & Mechanics: Graphics are relevant and support the written text. The wiki is visually appealing. A range of wiki tools is used effectively. Hyperlinks and other hypermedia aid understanding and add interest to the topic. The presentation of information is objective, balanced and free of bias (e.g. age, culture, gender, race), and images and icons are used sensitively. Information is summarized but not copied. The wording is intelligent and meaningful without jargon. * (20 points)
Student Products and Student Learning (25 points) VLP, CPG✰◆, TIP✰◆ Standard 8, 9,10, NETS 1, 2, 3, 4, 5
Select no more than three student products and share the highlights of each and what student learning it represents for each student. (15-minute time limit)
Evaluation Document (190 points) CPG✰◆, TIP✰◆ Standard 8, 9, 10 NETS 1, 2
Create a student perception survey. Gather, analyze, and reflect on school/class demographic, student learning, and perception data. Create a final evaluation document containing questionnaire, data analysis reports, and final integrated unit.
I. Create a student perception questionnaire for the integrated unit consisting of age-level appropriate questions. (20 points)
II. Gather Data (80 points)
a. District and School Demographics Data (30 points)
b. Class Demographic Data—total number of students in class, grade level, gender of students, learning styles, free/reduced lunch, English language learners, special needs, gifted/talented (15 points)
c. Perception—results of student perception questionnaire related to integrated unit (10 points)
d. School Student Learning Data – standardized data (MEA/NECAP/SAT) for your school for two/three years (5 points)
e. Class Student Learning Data— unit formative and summative data (20 points)
f. (Processes—UbD and Type II tools)
III. Create an analysis of the data including charts and graphs (80 points)
a. School Data Profile (20 points)
b. School Student Learning Data Profile (20 points)
c. Classroom (demographics, student learning and perception data) Profile (25 points)
d. (Processes—UbD and Type II tools)
e. Conclusions and Recommendations (15 points - 5 for each profile)
IV. Final Integrated Unit with both rubrics. (10 points)
Reflection on Teaching of Integrated Unit (25 points) VLP, SEC✰◆, CPG✰◆, TIP✰◆ Standard 9, 10
Reflect on the student learning and the teaching process of the Integrated Unit with your Integrated Unit colleague. Share your conclusions and recommendations and write a blog entry about your leadership skills and the process used in sharing and reflecting.
Reflection Statement (30 points) VLP, CPG✰◆Standard 9, 10
Reflect on the information, learnings, readings, and experiences of this course. Respond to the four essential questions listed in the syllabus. How does what you learned change your thinking? This is an authentic demonstration and this product can take any form of Type II technology.
GRADING SCALE
A (93 -100) 4.00 grade points per credit hour
A- (90 - 92) 3.67 grade points per credit hour
B+ (87 - 89) 3.33 grade points per credit hour
B (83 - 86) 3.00 grade points per credit hour
B- (80 - 82) 2.67 grade points per credit hour
C+ (77 - 79) 2.33 grade points per credit hour
C (73 - 76) 2.00 grade points per credit hour
Grades less than C are not acceptable for graduate work. Students receiving such grades will be reviewed for retention in the graduate program.
C- (70 - 72) 1.67 grade points per credit hour
D+ (67 - 69) 1.33 grade points per credit hour
D (63 - 66) 1.00 grade points per credit hour
D- (60 - 62) 0.67 grade points per credit hour
F (0 - 59) 0.00 grade points per credit hour
W No GPR computation
* Some of the wiki criteria is from Vicki Davis’ Wiki Grading Rubric_flatclassroom2007.pdf available at http://flatclassroomproject.wikispaces.com/Rubrics